UNIT CMI 318

Assessment Booklet: Managing Data and Information

» LEARNER INSTRUCTIONS

Each task in this assessment booklet has been developed to enable you to evidence achievement of the learning
outcomes and assessment criteria for CMI 318: Managing Data and Information. Each of the assessment criteria
must gain a pass outcome for you to successfully achieve the unit.

Preparation for the assessment

 Before you begin the assessment booklet please read the CMI 318 unit specification thoroughly as only the
content related to the achievement of the assessment criteria will be assessed.
 Research the topics being assessed. Suggested reading/web resources are provided on the CMI 318 unit
specification. Your tutor may signpost you to relevant resources. Additionally you may access excellent
online resources at ManagementDirect https://members.md.cmi.org.uk.
 If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the
Apprenticeship Standard for Team Leader/Supervisor.

Completing the assessment booklet

 The assessment booklet contains a series of tasks which are clearly referenced to the relevant assessment
criteria and indicative content.
 Refer to the Assessment Guidance Table at the end of the assessment booklet which outlines the
requirements for a Pass or Refer.
 Evidence must be provided in the main body of the assignment booklet. Additional work based evidence
such as plans or documentation (which has been referred to within the main text) should be included at the
end of the booklet marked ‘Work Based Evidence’. Appendices are not a requirement of this assessment
brief. If appendices are included these will not be marked or moderated by the CMI.
 Work based evidence must be accompanied by a supporting statement in the learner evidence box, to
explain the link to the assessment criteria. Work based evidence (where required by the task) must not
exceed SIX (6) pages. Files embedded in the booklet must not exceed 10MB.
 The assessment booklet must be completed in a professional manner (e.g. applying business conventions
for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software
programme.
 The assessment booklet must be saved as a word document (.doc or .docx) and not in a PDF format.
 An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original
source(s) of quotations or models can be verified.
 Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted).

Learner support

For information regarding policies and procedures for assessment (e.g. special assessment arrangements, learner
support, appeals, complaints, certification, confidentiality, plagiarism) you should contact your tutor or Centre
manager and refer to the CMI Level 3 in Principles in Management and Leadership Syllabus.

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» LEARNER INFORMATION

Learner name: CMI membership No: Date:

Centre name: Qualification:

Learner statement of I confirm that the attached completed assignment is all my own work, and does not
authenticity: include any work completed by anyone other than myself. I have completed the
assignment in accordance with the Institute’s approved instructions.

 Tick here to opt out I consent for this assignment to be used for assessment standardisation and where
appropriate, for the dissemination of good practice, on the understanding that the
content is anonymised.

Signed: Date:

Centre statement of On behalf of <CENTRE NAME>, I confirm that the above mentioned learner is
authenticity: registered at the centre on a Chartered Management Institute (CMI) programme of
study. The learner is, to the best of my knowledge, the sole author of the completed
assignment.

Name: Job Title:

Signed: Date:

» GUIDELINE WORD COUNT

The written word, however generated and recorded, is still expected to form the majority of assessable work
produced by Learners at Level 3. The amount and volume of work for this unit should be broadly comparable to a
word count of 2000-2500 words within a margin of +10%. The excessive use of word count is not grounds for
referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner.

The following are excluded from inclusion in word count if used and not required by the assessment brief an
introduction to a job role, organisation or department, index or contents pages, headings and sub headings,
diagrams, charts and graphs, reference list or bibliography, reflective statement drawn from undertaking the
assignment and how this has impacted the learners work.

Please see the CMI Assessment Guidance Policy for further guidance.

» AIM OF THE ASSESSMENT BOOKLET

High performing individuals impact on the performance of teams and the organisation. The aim of this assessment
booklet is to enable managers to evidence their understanding of how to use their knowledge, skills and abilities to
support individuals, not only to perform well, but to exceed expectations.

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TASK 1: Reasons for collecting data and information
Regardless of the organisation type or size, managers need to understand the reasons for collecting data and
information. Organisational decision making is dependent on access to good quality data and information.

To complete Task 1 you are encouraged to use well-chosen examples from an organisation/team you know well or
have researched.

» TASK 1

Using examples, explain THREE (3) reasons why organisations collect data and information.
(Refer to AC1.1 Explain reasons why organisations collect data and information and the Indicative Content for this
AC)

INSERT YOUR ANSWER HERE:

1.

2.

3.

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TASK 2: Use of data and information in organisations
Whilst accessing data and information has never been easier; managers need to dig below the surface to know the
sources, types and uses of primary, secondary, qualitative and quantitative data and information.

To complete Tasks 2a, b and c you are encouraged to use well-chosen examples from an organisation/team you
know well or have researched.

» TASK 2a

The terms ‘data’ and ‘information’ are often used as if they mean the same thing, so it is important to understand
the differences between them.
In your own words, explain the differences between data and information.
(Refer to AC2.1 Explain the differences between data and information and the Indicative Content for this AC)

INSERT YOUR ANSWER HERE:

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» TASK 2b

Managers need to avoid making decisions based on misleading, inaccurate, false information and even ‘fake
news’. One way to prevent this is by being able to use data and information from reliable sources that offer content
that is accurate and timely.
Discuss TWO (2) primary and TWO (2) secondary sources of data and information that can be used by
organisations.
(Refer to AC2.2 Discuss sources of primary and secondary data and information and the Indicative Content for
this AC)

COMPLETE THE TABLE:

Example of primary source of data Explanation of how it can be used by organisations

and information

1.

2.

Example of secondary source of data Explanation of how it can be used by organisations

and information

1.

2.

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 » TASK 2c

As a manager it is important to know the difference between quantitative and qualitative data and information. Both
are valuable and effective tools which can be used to support decision making but are different in type and nature.
 Quantitative includes but is not limited to facts, statistics, figures, numerical information, percentages
 Qualitative includes but is not limited to words, pictures, discussions, audio and video recordings, comments,
observations
Explain TWO (2) examples of quantitative and qualitative data and information and how they can be used by
organisations.
(Refer to AC2.3 Explain types and use of quantitative and qualitative data and information and the Indicative
Content for this AC)

COMPLETE THE TABLE:

Example of quantitative data and Explanation of how it can be used by organisations

information

i.

ii.

Example of qualitative data and Explanation of how it can be used by organisations

information

i.

ii.

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TASK 3: Managing data and information

There is extensive legislation which governs the way data and information is collected, used, shared and stored. It
is an organisation’s responsibility to ensure that these requirements are met in the workplace. Standard working
practices can only be implemented effectively when staff are clear on the legal and organisational requirements
they must work to and can recognise and address the many challenges associated with managing data and
information.

» SCENARIO

Your team accesses data and information on employees, products and customers, and managing data and
information lawfully and in accordance with organisational policy is a key aspect of the work.
Your manager has asked you to prepare information for a briefing on the legal and organisational requirements for
managing data and information in the workplace.
There are four members in your team. The organisation operates in an industry sector of your choice.

This scenario can be used to answer Tasks 3a, b, c and d. Alternatively, you may choose to use well-chosen
examples from an organisation you know well or have researched.

» TASK 3a

Using examples, explain TWO (2) legal and TWO (2) organisational requirements for managing data and
information in the workplace.
(Refer to AC3.1 Explain the legal and organisational requirements for managing data and information and the
Indicative Content for this AC)

COMPLETE THE TABLE:

Legal requirements

1.

2.

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Organisational requirements

1.

2.

» TASK 3b

Depending upon the sector and size of organisation, there are different roles and responsibilities individuals have
for managing data and information. These roles may be operational on a day to day basis or managerial to ensure
the organisation complies with legal and organisational requirements.
Using examples, identify TWO (2) organisational roles and the responsibilities for managing data and
information in an organisation.
(Refer to AC3.2 Identify organisational roles and responsibilities for managing data and information and the
Indicative Content for this AC)

INSERT YOUR ANSWER HERE:

1.

2.

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» TASK 3c

It is essential for individuals to know how to check the suitability of data and information. This is vital given the risk
of receiving misleading, inaccurate, false and even fake information. A recognised approach for checking data and
information is to test its accuracy, validity, currency, reliability, authenticity and completeness.
Complete the table using examples to outline the approaches that can be used for checking data and information
to meet the needs of the organisation.
(Refer to AC3.3 Outline approaches for checking data and information against organisational needs and the
Indicative Content for this AC)

COMPLETE THE TABLE:

Approach Outline how this would be used to checking data and information against
organisational needs

Accuracy

Validity

Currency

Reliability

Authenticity

Completeness

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» TASK 3d

In order to make use of data and information, it has to be organised and accessible. There are many ways to do
this including the use of databases, spreadsheets, management information systems and data warehouses held on
company servers or in the cloud, along with the use of handheld devices, CDs, reference retrieval systems, shared
drives or the more traditional methods of paper based files, folders and filing cabinets.
Discuss THREE (3) methods that can be used to organise data and information, giving reasons for your choice.
(Refer to AC3.4 Discuss methods used to organise data and information and the Indicative Content for this AC)

INSERT YOUR ANSWER HERE:

1.

2.

3.

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» TASK 3e

As a manager it is important for you to anticipate and plan for challenges which may occur when managing data
and information.
Outline THREE (3) challenges of managing data and information and identify solutions to address each
challenge.
(Refer to AC3.5 Outline challenges of managing data and information; AC3.6 Identify solutions to address key
challenges of managing data and information and the Indicative Content for this AC)

COMPLETE THE TABLE:

Explanation of challenge Solution to address challenge

1.

2.

3.

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TASK 4: Interpreting data and information and communicating findings
Having collected and organised data and information, the next step for a manager is to interpret the output to
identify trends and patterns to make sense of it before sharing the findings with others. This task focuses on how
to interpret data and information and examine the tools that can be used to communicate findings.

To complete these tasks you are encouraged to use well-chosen examples from an organisation/team you know well
or have researched.

» TASK 4a

Managers are frequently faced with a range of data and information such as finance information (including salaries,
costs for equipment and materials, travel and postage) along with customer data (including demographic
information, responses and feedback to surveys) along with performance data (including sales information and key
performance indicators). Analysing and interpreting data and information to produce reports, solve problems and to
make decisions is an essential task in a management role.
Using examples, summarise THREE (3) methods that can be used to examine and interpret data and information.
(Refer to AC4.1 Summarise methods for examining and interpreting data and information and the Indicative
Content for this AC)

COMPLETE THE TABLE:

Method Explanation of how this is used to examine and interpret data and
information

1.

2.

3.

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» TASK 4b

A key part of the first line manager’s role is to present findings from the analysis and interpretation of data and
information to others in a format which they can easily understand. This will involve the ability to use a range of
tools and technologies to present data and information to support problem solving and decision making.
Explain the advantages and disadvantages of TWO (2) tools which can be used to communicate findings to a
target audience.
(Refer to AC4.2 Explain the advantages and disadvantages of tools used to communicate findings to a target
audience and the Indicative Content for this AC)

COMPLETE THE TABLE:

Communication tool Advantages Disadvantages

1.

2.

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» REFERENCING AND BIBLIOGRAPHY

Use the box below to cite any external sources used in your assessment:

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UNIT CMI 318
Assessment Marksheet: Managing Data and Information

TO BE COMPLETED BY THE LEARNER

Learner name: CMI membership No: Date:

Centre name: Qualification: L3 Leadership and

Management

Batch Number:

Overall assessment result: CMI Markers/Assessor Result: CMI Lead Moderator’s/IQA Result:
Passed / Referred Passed / Referred

LO1 Understand the reasons for collecting data and information

LO2 Know the types and use of data and information used by organisations
LO3 Know how to manage data and information
LO4 Know how to interpret data and information and communicate findings

TASK Assessment criteria Assessment Assessor feedback

result*
(*delete as
appropriate)

1 AC1.1 Explain reasons why Pass/Refer

organisations collect data and
information

2a AC2.1 Explain the differences Pass/Refer

between data and information

2b AC2.2 Discuss sources of primary Pass/Refer

and secondary data and information

2c AC2.3 Explain types and use of Pass/Refer

quantitative and qualitative data and
information

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TASK Assessment criteria Assessment Assessor feedback
result*
(*delete as
appropriate)

3a AC3.1 Explain the legal and Pass/Refer

organisational requirements for
managing data and information

3b AC3.2 Identify organisational roles Pass/Refer

and responsibilities for managing
data and information

3c AC3.3 Outline approaches for Pass/Refer

checking data and information against
organisational needs

3d AC3.4 Discuss methods used to Pass/Refer

organise data and information

3e AC3.5 Outline challenges of Pass/Refer

managing data and information

3e AC3.6 Identify solutions to address Pass/Refer

key challenges of managing data and
information

4a AC4.1 Summarise methods for Pass/Refer

examining and interpreting data and
information

4b AC4.2 Explain the advantages and Pass/Refer

disadvantages of tools used to
communicate findings to a target
audience

Overall Feedback from Marker/Assessor(to identify areas of good practice and areas for further development)

Overall Feedback from Lead Moderator/IQA

If Resubmissions are required, please ensure amendments are submitted in a different colour font or type to
differentiate from the original/previous submission.

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» ASSESSMENT GUIDANCE

Refer Pass

 The submission is incomplete  All tasks have been completed

 Tasks are incomplete  All assessment criteria have been met
 Not all assessment criteria have been met  Examples given are well chosen and match the
requirements of the assessment criteria
 No examples are used or the examples given do not
match the requirements of the assessment criteria  Evidence is
 Evidence is  Well written and presented
 Unclear  Contains a breadth of examples
 Technically incorrect or inaccurate  Accurate
 Biased  Current (e.g. use of up to date legislation)
 Unprofessional language  Authentic
 Poorly structured and presented  Inclusive
 Ideas are under developed  Coherent
 Lacks sufficient detail to show understanding of  Credible
the topic
 Technically correct
 The application of concepts, models and theories to
the management and leadership role or workplace is  Evidence shows an understanding of different
unclear perspectives

 Evidence is not directly attributable to the learner  Concepts, models and approaches and have been
applied correctly in context of the management and
 External sources of information are not leadership role or workplace
acknowledged
 Evidence used from external sources has been
 Work based evidence or artefacts (e.g planning correctly referenced
documents or presentation slides) do not meet the
requirements of the assessment criteria and are not  Evidence is directly attributable to the learner
current (within 5 years)  Work based evidence or artefacts (e.g planning
documents or presentation slides) match the
requirements of the assessment criteria and are
current (within 5 years)

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